This book analyses an intercultural project undertaken by French and English 14-year-olds based on an exchange of materials created by the pupils and focused on the topic of law and order. The project was based on a view of learning as a dialogic process interacting with others. A first language and home culture is acquired through such interaction. This project sought to realise this dialogic process in a more meaningful way than is often the case in foreign language classrooms.
This book analyses an intercultural project undertaken by French and English 14-year-olds based on an exchange of materials created by the pupils and focused on the topic of law and order. The project was based on a view of learning as a dialogic process interacting with others.
| Preface |
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vii | |
| Introduction |
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1 | (3) |
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4 | (28) |
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The Dialectic of Language and Culture |
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4 | (5) |
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The Dialogic Nature of Language |
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9 | (6) |
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15 | (3) |
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The Dialogic Nature of Semiosis |
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18 | (4) |
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The Dialogic Nature of Culture |
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22 | (2) |
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Dialogicality in the Foreign-Language Classroom |
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24 | (4) |
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Symmetry/Asymmetry in the Classroom |
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28 | (2) |
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30 | (2) |
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The Anglo--French Project |
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32 | (12) |
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The Schools and Classrooms |
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35 | (1) |
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36 | (2) |
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38 | (2) |
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40 | (4) |
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The Intratextual Dialogue |
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44 | (20) |
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45 | (5) |
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50 | (14) |
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The Intertextual Dialogue |
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64 | (14) |
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64 | (2) |
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Ways of Speaking and Writing |
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66 | (3) |
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Pedagogic Norms: Texts and Practices |
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69 | (4) |
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Alternative Schematic Sources |
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73 | (3) |
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Intercultural Differences and Intercultural Understanding |
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76 | (2) |
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78 | (22) |
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79 | (7) |
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86 | (4) |
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90 | (1) |
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Learning the Target Language |
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91 | (1) |
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92 | (3) |
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Better Understanding of the Home Culture |
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95 | (3) |
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Better Understanding of the Target Culture |
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98 | (2) |
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The Viability of the Project |
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100 | (9) |
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The Common European Context |
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100 | (1) |
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Practical Problems of Implementation |
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101 | (2) |
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National Curriculum demands |
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103 | (1) |
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Fundamental Problems of Implementation |
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104 | (3) |
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Replicating the Student-Researcher Interviews |
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107 | (2) |
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109 | (3) |
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The Dialogicality of the Products |
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109 | (1) |
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The Dialogicality of the Process |
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110 | (1) |
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The Usefulness of the Project |
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110 | (2) |
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112 | (8) |
| Appendix A |
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120 | (3) |
| Appendix B |
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123 | (28) |
| Appendix C |
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151 | (2) |
| Appendix D |
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153 | (4) |
| Appendix E |
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157 | (1) |
| Appendix F |
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158 | (3) |
| Index |
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161 | |
Carol Morgan (University of Bath) and Albane Cain (University of Cergy-Pontoise) have worked together on intercultural projects in the past and both have been involved in teaching and researching foreign language learning and cultural studies for many years in schools and universities. The research project described here was undertaken by Carol Morgan, and Albane Cain acted as a critical friend in helping to analyse the processes and products of the project.
